Fall 2021 - GERO 404 D100

Health and Illness in Later Life (3)

Class Number: 5195

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 8 – Dec 7, 2021: Thu, 11:30 a.m.–2:20 p.m.
    Vancouver

  • Exam Times + Location:

    Dec 17, 2021
    Fri, 11:59–11:59 p.m.
    Burnaby

  • Prerequisites:

    60 units, GERO 300.

Description

CALENDAR DESCRIPTION:

An examination of issues related to health and illness among older adults, drawing upon theories and concepts from biological, social and public health sciences. An introduction to assessment and intervention skills useful to persons working with older adults in a broad range of practice settings.

COURSE DETAILS:

This course examines the way aging is related to the experience of health, illness and wellness. The course recognizes the diversity of the aging experience in relation to health, looking at factors such gender, socio-economic status and ethnicity. Four key themes will be addressed: ·           The concept of health and how this pertains to later life ·           Patterns of aging, health and ill-health at the population level ·           The individual experience of health and aging ·           Policy and practice approaches The course takes a multidisciplinary perspective (e.g. demography, epidemiology, policy, nursing, medicine, occupational therapy, psychology and sociology) and is appropriate to students from a wide range of disciplines who want to increase their understanding of aging in contemporary society.

COURSE-LEVEL EDUCATIONAL GOALS:

By the end of this course, the student should be able to
1.       Work collaboratively with classmates in a supportive manner that draws on each other’s strengths to solve problems.
2.       Identify and summarize key points about topics that comprise the gerontological literature on health and illness in later life as set out in the weekly themes
3.       Apply critical thinking to interpretation of assigned readings as evidenced in class discussions, mini-presentations and writing
4.       Interpret course materials through the theoretical lenses taught in class, i.e. intersectionality, three bodies, life-course approaches
5.       Describe and assess policy and practice responses to the topics covered
6.       Integrate evidence on different topics in order to identify priorities for research, policy and practice in the area of health and illness in later life.

Grading

  • Participation 22%
  • High 5s 35%
  • Draft thesis statement A 8%
  • Revised thesis statement A 10%
  • Thesis Statement B and outline 10%
  • o Final essay 15%

Materials

REQUIRED READING:

None – all readings will be uploaded to Canvas

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN FALL 2021

Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place.  Whether your course will be in-person or through remote methods will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the fall 2021 term.